Steps Toward Identifying Effective Practices in Video Remote Interpreting 2010 REPORT Submitted on behalf of the National Consortium of Interpreter Education Centers By the Interpreting Via Video Work Team Julie Simon, Beverly Hollrah, Mary Lightfoot, Richard Laurion, and Leilani Johnson March 2010 © 2010 National Consortium of Interpreter Education Centers The National Consortium of Interpreter Education Centers is funded from 2005 – 2010 by the U.S. Department of Education Rehabilitation Services Administration CFDA #84.160A and B, Training of Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf-Blind. This project was led by the Gallaudet University Regional Interpreter Education Center (#H160A050004). This document is in the public domain. It may be reproduced or otherwise used without permission if cited appropriately. To obtain a copy of this document, contact the RSA National Clearinghouse for Rehabilitation Services Administration, http://ncrtm.org/. 2 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 FORWARD The National Consortium of Interpreter Education Centers (NCIEC) is authorized and funded by the U.S. Department of Education Rehabilitation Services Administration. The NCIEC includes the following consortium sites: • National Interpreter Education Center (NIEC), Northeastern University • Northeastern Regional Interpreter Education Center (NURIEC), Northeastern University • Gallaudet University Regional Interpreter Education Center (GURIEC), Gallaudet University • Collaboration for the Advancement of Teaching Interpreter Excellence (CATIE), St. Catherine University • Mid-America Regional Interpreter Education Center (MARIE), University of Arkansas at Little Rock and University of Northern Colorado-DO IT Center • Western Region Interpreter Education Center (WRIEC), Western Oregon University and El Camino College The NCIEC Consortium sites are working collaboratively to increase the number of qualified interpreters nationwide and ensure that quality interpreter education opportunities and products are available across the country. A primary requirement of the NCIEC grants is to conduct ongoing activities to identify the needs and effective practices in the fields of interpreting and interpreter education. This report has been prepared based on the findings and conclusions of expert group members, interpreter practitioners, and Deaf consumers. ACKNOWLEDGEMENTS The report was prepared by members of the Interpreting via Video Work Team and its Consultant: • Julie Simon, Consultant (The Language Door) • Beverly Hollrah, Co-Chair (GURIEC) • Mary Lightfoot, Co-Chair (GURIEC) • Richard Laurion, Team Member (CATIE) • Leilani Johnson, Team Member (MARIE) Special thanks are extended to: • Steve Collins, Contributing Member of the Work Team for his extensive involvement in the project • Krista Harmon and Phyllis Rogers who provided their expertise to this project • Leonard Kelly and Charles Reilly from the Gallaudet Research Institute for their guidance and advice on this project • Content experts, working interpreters, and Deaf, Hard of Hearing, and Deaf Blind community members who participated in this project 3 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 Table of Contents Executive Summary 6 Introduction 8 VRI Expert Group 9 Competencies 9 Practitioner Survey and Interviews 10 Deaf Consumer Survey and Interviews 10 Review Process 10 Practitioner Surveys and Interviews 12 Methodology 12 Survey Results and Interview Findings 13 Interview Demographics 16 Training 16 Comparison of settings 20 Working Conditions 22 Technical Support 26 Scheduling 27 Billing and Payment 27 Preparation: Briefing and Debriefing 28 Team Interpreting 32 Cultural and Linguistic Variation 33 Models and Methods of Interpreting 37 Impact on other work 39 Business Practices 41 Knowledge and Skill Sets 42 Challenges 43 Additional Comments 44 Deaf Consumer Surveys and Interviews 46 Methodology 46 Survey Results and Interview Findings 47 Usage 48 Location and Settings 51 Scheduling 52 Interpreter Qualities and Qualifications 53 Preparation: Briefing and Debriefing 56 Technology Considerations 57 Participation 58 Video Remote Interpreting versus Other Situations 58 Challenges of Using a Video Remote Interpreter 60 Additional Comments 61 4 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 Analysis and Discussion 62 Conclusion 68 References 72 Appendix A: Practitioner Online Survey Items 73 Appendix B: Practitioner Interview Questions 85 Appendix C: Deaf Consumer Online Survey Items 89 Appendix D: Deaf Consumer Interview Questions 96 5 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 EXECUTIVE SUMMARY The National Consortium of Interpreter Education Centers (NCIEC) has established a multi-year initiative implemented by the Interpreting via Video Work Team. This Work Team is leading a national conversation about issues in Video Relay Service (VRS) and Video Remote Interpreting service (VRI), identifying current and effective practices as well as education/training needed to support interpreters in mastering requisite competencies to work in these settings. The overarching goal of the Work Team is to identify effective practices while forging stronger links between VRS and VRI service providers, educators, practitioners and consumers. The results of this work will lead to ways academia, interpreting professionals, and industry may work together to leverage strengths and resources in order to increase the quantity and quality of interpreter services. In December 2008, the Interpreting via Video Work Team finalized its report on VRS interpreting which can be found on the NCIEC web site at http://www.nciec.org. From January-September 2009, the Interpreting via Video Work Team focused on identifying common needs, issues, and practices specific to the VRI industry. The Work Team’s analysis will provide input to interpreter educators regarding essential educational and training needs of interpreters working in Video Remote Interpreting settings. To this end, the Work Team conducted a multi-pronged investigation regarding domains, competencies and current practices of VRI interpreters. Activities included a meeting of recognized experts in VRI and interpreter education, as well as online surveys and focused interviews for interpreter practitioners and Deaf consumers. 6 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 This report summarizes the information gathered from these activities as a means of furthering the national dialogue that is currently underway regarding the necessary knowledge and skill competencies required of interpreters who work in the exciting and fast growing field of Video Remote Interpreting. The culmination of this report includes recommendations on the need for future research on how to better prepare interpreters to respond to the demands of working in Video Remote Interpreting systems and the consumers who receive these services. 7 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 INTRODUCTION The priorities listed in the 2005 Federal Register (Vol. 70, No. 148) issued by the U.S. Department of Education, Rehabilitation Services Administration, includes “using state-of-the-art technologies for training on how to deliver interpreting services from remote locations and in handling various technologies during interpreting assignments.” More recently in the 2007 NCIEC Interpreting Practitioner Needs Assessment (Winston & Cokely, 2007) interpreters identified working in Video settings as one of the priority education and training areas for the future. Responding to both imperatives, the Interpreting via Video Work Team set out to look at current practices in the area of Video Remote Interpreting by working collaboratively with service providers, educators, practitioners and consumers. Over 300 people participated in the process including practitioners, consumers, vendors, organizational partner representatives, and content area experts. The process consisted of three components: a) a VRI Experts Group empanelled six content experts; b) a VRI Practitioner online survey and follow-up interviews; and c) a Deaf Consumer online survey and follow-up interviews. This report provides a comprehensive summary of the Work Team activities related to Video Remote Interpreting, as well as recommendations for future research and training needs. 8 Steps Toward Identifying Effective Practices in Video Remote Interpreting, March 2010 VRI EXPERT GROUP In May 2009, six Video Remote Interpreting content area experts met in St. Paul, Minnesota for a two-day meeting with the intention of completing three tasks. The first task was to organize and streamline the list of competencies that had been generated during the VRS Summit in September 2007. (For additional information about the VRS Summit, please see Steps Toward Identifying Effective Practices in VRS Interpreting, 2008.) The second task was to develop the protocols, demographic survey and questions to be used for an online survey and during follow-up interviews for interpreters who provide Video Remote Interpreting. The third task was to develop the protocols, demographic survey and questions to be used for an online survey and during follow-up interviews for Deaf consumers who use Video Remote Interpreting services. Additionally, the Expert Group participants were asked